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Chapter 5 education, marxist explanation - Coggle Diagram

- - - - education benefits society as a whole
        
        serves to fulfill needs of society
        
        ie society need better tech, promote IT CS 理工科
        
        no conflict - harmony, stability, functional society
      - create value consensus & maintain social order & solidarity
        
        conformity to social rules
      - socialise children into shared values
        
        institutions provide secondary socialisation
      - promote meritocracy & social mobility
        
        ability & efforts
        
        schools' exams > higher grades > better qualification > better job > upward social mobility > life chances increase
      - allocates ppl to appropriate job
        
        education as talent selection
        
        give qualifications to allocate to matched jobs
        
        ppl w/ skills to corresponding jobs
    - - secondary socialisation process
        
        transmits society's norms & value = discipline, respect for authority, conformity
        
        maintain social cohesion w/out conflict > qualified social members
        
        Emile Durkheim
        
        consensus, values, solidarity
        
        schools = society in miniature
        
        adapt to life & interactions
        
        teach children too cooperate & follow rules
        
        means of secondary socialisation
        
        creates social solidarity
        
        promotes value consensus
      - role allocation
        
        selection and training
        
        schools help the society to sort ppl into appropriate jobs
        
        emphasis on right ppl right place
        
        Davis and Moore
        
        education helps select the most able ppl
        
        meritocracy = when qualifications match talent to occupations
        
        society needs right ppl in right jobs
        
        Parsons approach
        
        meritocracy 梦男
        
        education operates on principle of meritocracy
        
        universal standards/exams replace subjective judgement of families
        
        schools = bridge btw family and wider society**
        
        family child-centered, enter society = emphasis on rules, diff than family
        
        qualified social members that adapts to social rules
      - meritocracy & social mobility
        
        success should be based on ability & effort
        
        Parson
        
        schools judge pupils by universalistic standards
        
        status is achieved
        
        family give ascribed, schools help u transit to achieve
        
        好燃bushi
        
        hard work & achievement = upward mobility
        
        education gives equal opportunity to achieve
      - social control
        
        teaches discipline, obedience, respect for authority
        
        learners expected to follow rules, avoid punishments
        
        rewards
        
        sanctions
        
        schools help maintain social order
        
        Emile Durkheim
        
        edu prepares kids for life in society
        
        respect for authority = necessary for social stability
        
        self discipline = result of social conformity
      - value consensus
        
        has socialisation to achieve
        
        schools promote shared set of values
        
        helps bring sense of belonging to same society
        
        collective identity
        
        encourages shared interests
        
        Emile Durkheim
        
        edu strengthens collective values
        
        shared beliefs help create social solidarity
      - skills provision
        
        to gain useful labourforce, low skill workers, for econ
        
        improvement > selection
        
        teaches specialist skills for work
        
        modern econ needs skilled workforce
        
        edu trains workforce for economy
        
        literacy, numeracy, vocational skills
        
        schools help meet needs of modern industrial society
      - standardised testing
        
        all learners take same test
        
        results hv fair comparison
        
        helps schools judge achievement
        
        evaluate & select students
        
        supports meritocracy & role allocation
        
        achieves by standardised testing
      - setting by ability
        
        learners hv diff abilities & progress & needs
        
        setting places students into groups on ability
        
        more efficient organisation of learning
        
        helps schools teach students at appropriate level w/ appropriate support
        
        better achievement & role allocation in future
        
        prevents quick learners from being held back
        
        slow learners more support & time to learn
    - - marxists
        
        assumes value consensus
        
        transmit ruling class ideology
      - exaggerates meritocracy
      - influenced by class, gender, ethnicity, background, school quality
      - Bowles & Gintis
        
        meritocracy is a myth
      - overstates link btw school & work
        
        jobs dont directly use school theories
      - ignores inequality and discrimination
        
        not always selected on ability alone
  - - - takes place outside of classrooms thru daily interactions & experiences
      - non-institution based, no qualifications
      - has social learning thru family & friends and life skills (social skills)
      - adults & kids - lifelong learning
        
        less theory but less life skills
    - - online learning
        
        flexible, global access, wide resources
        
        needs self-discipline, :( 2nd socialisation, digital inequality, digitally divided, access gap & diff. learning environment
      - homeschool
        
        personalised pace, better family bond, tailored learning
        
        limited 2nd socialisation, reliant on resource & ability of parents, parents workload higher
      - unschooling
        
        independence, child-led, interest-based, more motivation & creativity
        
        lacks structure, no qualification, less employable, cannot measure outcomes, gaps in knowledge
      - vocational training
        
        practical & specialised skills, job ready
        
        restrict academic progression, limited job opportunities, lower classes that lack resources & $, structural inequality, undervalued
        
        emphasis w/ social class, status, inequality
      - progressive schooling
        
        student-centered, creativity, critical thinking, challenges tr centred & exam-orientated edu
        
        cannot evaluate outcomes, less exam focus, some measurements but mostly encouragement
    - - promoting informal & alternative learning
    - - education should be experimential, democratic, and prepare students for life
      - learn by doing, need student participation, active learning
      - education is for better life not for exams
      - supports deschooling
  - - - education = 2nd agent of socialisation
      - trs deliver content & social expectations
      - teaches models / enforce societal values
        
        authority, discipline, hardwork
        
        academic learning & behavioural training
    - - encouraging ppl to follow rules & expected behaviour
      - controlling students' actions based on sanctions & rewards
      - encourages conformity, discipline, and obedience
        
        social norms & unwritten rules
    - - identity, behaviour, power relations
      - unwritten lessons students learn in school
      - Bowles & Gintis
        
        prepares students to accept inequality
        
        produces obedient & disciplined workers for capitalism
        
        obeying authority, accepting hierarchy, unequal since school, accept fixed routine & fate
      - Ballantine & Stuber
        
        hidden curriculum shapes identities
        
        agree identity & power dynamics
        
        reinforces power dynamics
        
        how to face authorities
    - - feminists
        
        reproduces & reinforces gender inequality
        
        teaches boys & girls stereotypical information
        
        conveys patriarchal ideologies
      - marxists
        
        education conveys capitalist ideology
      - functionalists
        
        keeps society functional, stable, harmonious
  - - - benefits capitalist system
      - reinforces class inequality
      - controls working class
      - makes meritocracy appear fair
    - - ideological control
        
        teaches ruling-class values as universal
        
        transmit via hidden curriculum, package values as norms & expectations to normalise inequality
        
        hidden curriculum teaches obedience, punctuality, acceptance of hierarchy
        
        Althusser
        
        education = ISA = Ideological State Apparatus
        
        transmits capitalist ideology to produce obedient workers
        
        less likely to challenge system
      - reproduction of inequality
        
        working class students prepare for same class jobs
        
        wealth different, quality of education different
        
        middle upper class advantaged
        
        reproduces current class strucutre - lower mobility
        
        class BG would shape outcomes & achievements
        
        Bourdieu
        
        middle-class family poses more cultural capital
        
        schools reward middle-class culture & behaviour
        
        middle class culture
        
        normalised & superior in schools
        
        hides inequalities
        
        achieved by rewards & sanctions
        
        parents culture, knowledge, skills, academics, actions, language, expression, judgement
        
        working class pupils lose sense of belonging
      - correspondence theory
        
        Bowles & Gintis
        
        miniature of society
        
        mirrors workplace
        
        would follow hierarchy, rules, puncturality
        
        hidden curriculum teaches obedience
        
        obedient workers
        
        accept exploitation & inequality
      - myth & functionalism criticism
        
        not truly meritocracy
        
        success depends on class BG than only ability
        
        middle-class family provide tutors, books, etc
        
        schools reproduce inequalities
      - general evaluation
        
        :D
        
        explains working class pupils may accept inequality
        
        package inequality > meritocracy
        
        normalises inequality & viewed as deserved
        
        would limit student opportunities
        
        reproduces class inequality - prepared for diff class positions
        
        shows importance of material & cultural advantage
        
        money, housing, BG, abilities & actions, language, difference w/ school values
        
        :(
        
        too deterministic
        
        not all working class students fail
        
        social mobility still present
        
        ignores student resistance
        
        may not accept capitalism of schools & values
        
        not always obedient, resist school, reject tr authority, question inequality
        
        overlooks gender & ethnicity
        
        not all schools & trs directly controlled by ruling class
  - - - education reinforces gender inequalities
        
        rules, curriculum, interactions, expectations, tr guidance
      - schools support patriarchal values & traditional gender roles
      - girls lower expectations, boys privileged in schooling & career guidance
    - - patriarchal culture of education
        
        edu assumes male dominance & female subordination
        
        boys priority in lessons, sports, leadership
        
        position of authority mostly male
      - male power, gender hierarchy, roles models
        
        curriculum, org, teaching male power
        
        gender hierarchy persists when most trs women
        
        quantity > power & authority & control
        
        role models affect subject choices & career aspirations
        
        boys STEM, girls literature
      - access to education
        
        globally, girls less likely attend schools than boys
        
        religion, culture
        
        barriers like cultural expression, domestic responsibilities, early marriage
        
        girls ⬇️ educational accessibility
        
        family BG & structure
        
        subconsciously tell kids edu unimportant to girls
        
        resources to boys
        
        girls domestic, expressive roles
        
        1 more item...
      - gendered curriculum & subject choices
        
        curriculum males centered
        
        textbooks show male achievements
        
        girls steered towards caring/nuturing subjects
        
        boys to STEM & leadership
      - teacher expectations
        
        teachers lower expectation on girls
        
        boys more attention, girls should help & behave
        
        reinforces gender roles, different standards & treatment
        
        behavioural differences reinforced
        
        double standards
        
        girls shout nono, boys shout > freedom
      - peer groups & (informal) social control
        
        girls' peer groups influence edu attitudes
        
        peer pressure encourages conformity to gender expectations
        
        use pressure & stigma & social norms to control behaviour
        
        social networks discourage higher-level study / non-traditional subjects
      - Key feminist contributions
        
        Sue Sharpe
        
        perspective changes w/ social changes
        
        rising fem, changing family patterns, employment, opportunities, labour market
        
        girls' ambitions change over time
        
        1970s - girls focused on marriage & children
        
        1990s - girls more on career & independence
        
        WW1 = women take jobs, income for family, inequality decrease
      - evaluation
        
        :D
        
        highlights gender inequality
        
        male centered, male leaders, male achievement
        
        explains difference in subject choices & the stereotypes
        
        patriarchy reproduced - tr expectation, curriculum, peer groups influence girls/ achievements
        
        Macro daily perspective
        
        :(
        
        ignores progress being made
        
        girls outperform boys
        
        time changed, more edu opportunities
        
        over-focus on gender
        
        doesn't always explain boys' underachievement
        
        outdated - tr explanations & opportunities changed
        
        schools & trs may actively promote equality
        
        patriarchy not reinforced universally
- - - - education = government controlled
    - - qualifications prove educated level
        
        emphasis on achievement, comparison, assessment, and selection
        
        affected by social stratification & wealth -> employment -> social mobility
    - - schools transmit shared norms & values
        
        social solidarity & harmony
      - no major disagreements & secondary socialisation
  - - - different btw countries, societies, social histories, economy, values, religion, gov policies
    - - free & funded by gov
        
        cheap, accessible, equal opportunities
        
        resources may vary based on region
    - - fee-paying, smaller classes, better facilities, has entry barriers
      - adv to wealthy families, reproduces (edu) inequality, elitist, expensive
    - - admit by ability (meritocracy & entry exams), high achievement, environment raises standards
      - favour adv families, creates greater pressure, excludes weak students, meritocracy but based on wealth
    - - open to all, inclusive, equal opportunity, support social mixing & tolerance
      - achievement levels vary, trs needa deal w/ wider range of abilities
    - - boys and girls are taught separately
        
        encourages tailored teaching, less gender discrim. , avoids 早恋
        
        less social mixings, unprepared for mixed-gender society - gender socialisation
    - - boys and girls taught together
        
        promotes gender equality
        
        stereotypes & unequal treatments persist
    - - linked w/ religion, teach religious values
        
        strong moral values, clear identity, sense of community
        
        less inclusive towards other beliefs
    - - global curriculum (IB ALevel AP) w/ diverse student body
        
        global outlook, qualification global recognition, more diversity
        
        costly, less accessible, available to privileged groups/upper class
- - - - social class one of strongest influence
      - historical access to schooling class-biased w/ class inequalities
      - in UK, free school meal data - substantial gap in GCSE achievement
        
        access yes, outcomes & quality not guaranteed
    - - material factors
        
        material deprivations
        
        poverty-related disadvantages in living conditions
        
        schooling free, but lower achievements
        
        poor students poor living & health conditions
        
        overcrowded homes, poor diet
        
        lower concentration, harder to study, worse achievement
        
        daily barriers to learning
        
        reduce access to educational resources & opportunities
        
        may need to work to support family
        
        less time & energy & efforts for school
      - cultural & social factors
        
        attitudes & relationship towards school
        
        cultural deprivation = values, attitudes, knowledge that shape relationship w/ edu
        
        fatalism & immediate gratification - reduces long-term commitment for edu success
        
        parents' negative school experience > less supportive / confident towards engaging w/ schools
        
        Pierre Bourdieu
        
        middle class families pass on cultural capital
        
        reading habits, edu knowledge, familiarity w/ school expectations
        
        more cultural capital, better fit school's middle-class culture, higher educational achievement
        
        criticised for treating working class culture as inferior
        
        working class families may value edu, but lack confidence / knowledge, not due to cultural capital
      - home & community factors
        
        poorer students attend disadvantaged schools in poorer areas
        
        limited opportunities & support
        
        reinforced by living community
        
        unequal allocation of resources
        
        class inequality
        
        limited family experience of higher education
        
        lower aspirations & educational support for success
        
        may not attend university, dk how to access, subconsciously considers unimportant
        
        lack of successful educational role models in family/community
        
        lower self-expectations
        
        strong loyalty to class / community BG
        
        social mobility unrealistic & disloyal
        
        self identity & sense of belonging
        
        peer pressure attempting for conformity & obedience
      - in-school factors
        
        school organisation & clear expectations
        
        educational improvement from curriculum, tr expectation, exercises
        
        peer pressure
        
        peer groups influence attitude to define who's successful
        
        middle-class learners form pro-school sub-cultures
        
        support school values & value edu success
        
        cultural capital & values match w/ the normalised middle class culture
        
        working class may = anti-school sub cultures
        
        dont believe school success a part of them
        
        negative labelling & school failure
        
        dislike schooling - self-fulfilling prophecy
        
        student image, tr expectation, classroom group treatment, frustration, fatalism, sfp
      - linguistic factors
        
        Basil Bernstein
        
        linked language w/ edu achievement
        
        restricted code
        
        informal daily speech, less explicit, based on shared assumptions
        
        elaborated code
        
        formal, explicit, logical, preferred by schools, exams, and syllabus
        
        middle class familiar as schools favour m.s. culture
        
        greater familiarity w/ elaborated code = better understand class & exams
        
        working class judged as less able cuz language used at school valued
        
        matches the cultural capital w/ middle class
        
        working class lack capital, undervalued worse outcomes, expectation ⬇️
      - compensatory education
        
        used by gov to reduce underachievement in working class
        
        try to lower inequality & disadvantage
        
        extra funding & support for minority groups in need
        
        disadvantaged groups like lower classes
        
        a policy designed to compensate for societal groups
        
        can attract effective trs to poorer areas
        
        increases edu resources
        
        free pre-school & early support
        
        improves literacy & social skills since young age to narrow class inequality
      - selective & private education
        
        middle & upper class more likely to attend
        
        wealth
        
        family can give greater resources
        
        advantaged w/ more income
        
        ability
        
        cultural capital, greater abilities, performance, exam outcomes
        
        parents greater academic BG & qualification, can confidently deal w/ school
        
        children likely to hv solid base of knowledge
        
        greater educational gap
        
        helps achievement as small class, better resources, more attention
        
        notice problems, give support, fb, monitor progress
        
        fee-paying parents expect high-quality service
        
        challenge & push school to
        
        schools more pressure to provide better edu performance & outcomes
        
        strong school reputations & networks
        
        creates more opportunities
        
        help students build social capital
        
        more employable, better job/internship, ⬆️ confidence
        
        improves achievement & outcomes
        
        already academically able
        
        eliminated weak students, average performance high, higher expectations
        
        teachers hv higher expectations
        
        positive self-fulfilling prophecy, more confident, motivation, devotion & efforts
        
        better achievement, average performance similar, obey discipline
        
        student culture more pro-school
        
        work hard normalised, external success matters, university expected, obeying rules sensible
        
        middle class & school culture, collective pressure, better performance
        
        narrower academic intake
        
        faster teaching pace
        
        faster progress not held back, slower more support / not enrolled
      - labelling theory
        
        teacher judgements can influence edu achievement
        
        label learners w/ characteristics - lazy, bright, low ability, etc
        
        shape teacher-student interaction
        
        shapes how learners see themselves
        
        fatalism, difference in expectations, self-fulfilling prophecy
        
        Howard Becker
        
        teachers judge learners against ideal student stereotype
        
        stereotype on speech, behaviour, appearance, attitude, academic ability
        
        based on performance to give corresponding expectation
        
        middle class learners more likely to fit ideal
        
        middle class school culture
        
        working class more likely to be negatively labelled
        
        culture difference, lower cultural capital
        
        may not perform to expectation & obey, trs lower expectations
        
        expression in language
        
        actions & behaviour
        
        :) or :( labels leads to self-fulfilling prophecy
        
        streaming & setting (分班ways) reinforce labels
        
        top set gain confidence, low sets dis-encouraged & underachieve
        
        fatalism
        
        pro-school / anti-school sub-cultures
        
        difference in expectations, motivation, performance, efforts
  - - - not all ethnic minority groups underachieve (perform below national average)
      - often interacts w/ social class, migration history, discrimination, schools
    - - institutional racism
        
        biased system
        
        school policies & practices disadvantage minority ethnic learners
        
        form of unconscious discrimination
        
        operated consciously/unconsciously in system
        
        reproduces sterepotypes
        
        diff trs diff practices
        
        racism built into expectations, rules, daily actions
        
        may resist school if seen as representing authority of racist society
        
        feels unequal treatment, poorer achievement, less reliant on trs, anti-school
      - ethnocentric curriculum
        
        culture dominance
        
        presents culture of dominant group as main / superior
        
        ignores minority groups, no objective / equal attention
        
        minority languages, cultures, literature, history undervalued / ignored
        
        ie religion & festivals reflect only majority culture
        
        school less relevant to ethnic learners
        
        damage confidence, feels culture less valued, ⬇️ sense of belonging, less motivation & engagement
      - role models
        
        lack of minority ethnic role models in teaching & public life
        
        few / lack of minority success, lower motivation, lower ambition, lower achievement
        
        2 logic chains
        
        lower visibility of success, opportunities & success less open to them, ambition lower
      - linguistic factors
        
        language used at home when communicating w/ parents
        
        some ethnic learners taught in language different from home language
        
        language barriers
        
        poorer understanding, expression, academic performance
        
        textbooks, syllabus, exams, lessons
        
        home language devalued, less important
        
        demotivated
        
        language diff lowers achievement
        
        schools revenge dominant language
        
        metaphor to middle-class school culture
      - cultural, material, social
        
        ethnic BG affects achievement
        
        some groups place strong value on educational success
        
        family devote more time & resources on kids
        
        kids affected by beliefs of parents
        
        pro-school attitudes that increases chance of success
        
        Asian families lmfao
        
        Louise Archer
        
        chinese learners in UK benefit from strong parental expectations
        
        parents are pro-school, higher edu expectation
        
        cultural / religious values may conflict w/ school expectations
        
        diff from dominant culture, mismatch
        
        lower achievement, lack sense of belonging, engagement, and motivation
        
        dress code, speech, appearance = stereotypes
        
        peer pressure from visible difference = isolation
        
        labelling & tr expectation
        
        if poor, less wealth, edu lower quality, overcrowding, poor concentration
        
        material challenges - linked w/ lower class
        
        fewer resources reduce edu achievement
        
        kids underachievement cuz lower income, bad housing, :( resources, :( community :(
      - home & community factors
        
        regular discussion of schoolwork
        
        revision & reflection on education
        
        realise importance of edu
        
        identify problems as focused & supported
        
        better achievement
        
        community culture may hv strong emphasis on edu success
        
        peer pressure & stronger academic aspiration
        
        home upbringing, parent support, community values
        
        surveillance & expectation to 召唤A*
      - in-school factors
        
        school may not be meritocratic
        
        minority learners unequal opportunities
        
        placed unfairly in lower streams / sets
        
        lower achievement & motivation
        
        self-fulfilling prophecy
        
        curriculum ethnocentric
        
        major history, feel isolated, undervalued, de-linked
        
        trs stereotype minority ethnic learners
        
        low ability / troublemakers
        
        negative labelling & tr expectation
        
        school fail to deal peer racism properly
        
        ethnics feel disrespected & unsafe, disengage
      - pro & anti school sub-cultures
        
        ethnic differences in achievement
        
        pro-school = support school values & edu success
        
        anti-school = reject school authority, reduce achievement
        
        racism & exclusion encourage adoption of anti-school
        
        insecure & lack of trust
      - labelling theory on ethnic groups
        
        tr & peers' labels affect achievement
        
        affects confidence, identity, and how ppl view u
        
        negative stereotypes label learners as disruptive / low ability
        
        negative labels = exclusion, lower sets, self-fulfilling prophecy
        
        marginalised, social & educational exlcusion ; disengage
        
        anti-school
        
        positive labels = pressure & affects peer relationships
        
        label shown thru behaviour, straining & setting
        
        pressure to perform well = must = shouldn't fail